Exploration of gender-determined differences in the level of university students’ diligence

Abstract

Introduction. The article examines how students’ gender determines their diligence in studying core and non-core disciplines, as well as how the level of diligence changes during the transition from the secondary school to the university. The purpose of this article is to identify the level of gender-determined first-year students’ diligence, based on their self-assessment. Materials and Methods. The research follows the structural-functional and aspect-based approaches. In order to achieve the purpose of the research, the authors used theoretical (analysis, synthesis, generalization and systematization of scientific publications) and empirical (questionnaire) methods. Statistical data processing was carried out using the Student's t-test and correlation analysis methods. The experimental research consisting of two stages was conducted at Tyumen State University. At the first stage, the sample consisted of 232 students; at the second stage it included 221 first-year students of various fields of study. The total sample was 453 people, including 242 men and 211 women. Results. It was revealed that the diligence of female students statistically significantly exceeds the diligence of male students in studying core and non-core disciplines at the secondary school, as well as in studying non-core disciplines in the first year of the university. Statistically significant differences in the level of diligence in studying core disciplines at the university between male and female students were not revealed. It is shown that during the transition from the secondary school to the university, diligence in core disciplines does not significantly change in male students, while a small but statistically significant decrease in diligence was recorded in female students. In the first year of university, diligence in non-core disciplines increases statistically significantly in both male and female students. It is established that there are weak correlations between the level of diligence in core disciplines at the secondary school and at the university, in non-core disciplines at the secondary school and at the university, as well as in core and non-core disciplines, regardless of the student’s gender. The reasons for weak correlations require additional study. The conclusions about the influence of various factors on the academic performance of students (determined by the student’s gender) made by the authors at the first stage of the study are confirmed. Conclusions. Based on the self-assessment of first-year university students, statistically significant changes in the level of their diligence during the transition from the secondary school to the university were revealed, as well as statistically significant differences in the level of diligence in studying core and non-core disciplines determined by the student’s gender.